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作成: 2002-12-14 修正: 2003-01-22

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• Education programs, which are designed from department-oriented or course-structure-oriented standpoint may not work. It tends to go "exhaustive" and, therefore, the education becomes shallow and diffuse. It is not a way to make students gain "real power".
  
  
• In the sense that e-educator faculty is an integration of various types/levels of "information design", e-educator training is a discipline of information design. And an appropriate way of "discipline of information design" is to make a regular instruction (instruction on traditional academic specialized field) enbody "task working (problem solving)".
  Indeed, if the subject in the task is not authentic and materials are cellected at oppotunity, students set themselves to work just for the sake of task -- this is not a discipline of "real power".
  
  
• On the other hand, to make a regular instruction enbody "discipline of information design" leads to an improvement of the instruction itself. It is genuinely an improvement in the sense of enrichment, not to change the instruction to a different thing.
  
  
• After all, what instructors do in e-educator training course is not to teach about "e-education", but to make students do "e-education".
  
  
• Example :

				[main] Specialized-subject-based Courses - e.g. Mathematics Education (ME)
				Elementary School Math I, II	Lower Secondary School Math	Upper Secondary School Math	Math Curriculi /Course Design	Math Teaching- Material Making	Seminar on ME	....
[applied] e-education -related subjects	School/ Course	Characteristics	Concept	x	x	x	x	x	x	x
			Aim/goal	x	x	x	x	x	x	x
		Online System	Web Server	x	x	x	x	x	x	x
			Database	x	x	x	x	x	x	x
			Network	x	x	x	x	x	x	x
		Discipline	Organization	x	x	x	x	x	x	x
			Students' experience	x	x	x	x	x	x	x
			Web contents	x	x	x	x	x	x	x